Persuasive Writing Description of class or grade being taught :Writer’s Workshop for 3rd Grade writers – Persuasive Writing - Product Review Goals and objectives of lesson: Students will create a review (digital) about a classroom book that they had read. They will also respond to other student reviews as they are posted. Students will recognize reviews contain opinions and will relate the opinions of others to those of themselves. Students will also respond in a socially appropriate manner, to the opinions of their peers. Procedures followed and activities used: The reviews can be designed to promote or to critique television shows, restaurants, games, and, of course, books. All of these options help children feel their writing can make the world a better place. Teaching persuasive writing helps children come to know the real-world power of writing. The persuasive writing genre opens opportunities for writers to work on several qualities of good writing. Specifically, persuasive writing requires writers to: · write with purpose for a selected audience · decide upon and then elaborate on the most important parts of their message · write and edit for readers, making sure the text is easy to read In a unit of study on persuasive writing, then, the fact that the writer’s purpose, the writer’s focus, is embodied in a person, a reader, helps teach children the skills of focus and elaboration. Writers are given very real reasons to control their message—to channel their reader! The young writers will need to decide how they really feel about the subject of the review and consider if the audience will feel the same way. When they begin their reviews, the students will start with a little description of the book, video game, movie, or restaurant and then write specific details about the characters, actors, or food that were pleasing or displeasing. Finally, they will end the review with their opinion of the subject and perhaps consider the circumstances in which a person may want to read the particular book, watch the given movie, play the video game, or eat the mentioned food. (See examples on our website, www.firsthand.heinemann.com.) Evaluation methods or rubric used: Typically students have written their reviews in longhand and completed revisions of it, to finalize the piece. Students were encouraged to share their reviews to each other by reading them aloud. This only allows for one method of communication. Duplicating the stories for students to share has been beyond our means due to budget constraints. However, if the students were to publish their revised work on a blog, they would be able to see/read each other’s work, and provide feedback and comments as well. Materials needed:
Pencil
Writer’s notebook
Yellow writing tablet
Post-it notes (for revision entries)
Flashdrive (to store student work until it is uploaded to the blog)
Description of class or grade being taught : Writer’s Workshop for 3rd Grade writers – Persuasive Writing - Product Review
Goals and objectives of lesson: Students will create a review (digital) about a classroom book that they had read. They will also respond to other student reviews as they are posted. Students will recognize reviews contain opinions and will relate the opinions of others to those of themselves. Students will also respond in a socially appropriate manner, to the opinions of their peers.
Procedures followed and activities used:
The reviews can be designed to promote or to critique television shows, restaurants, games, and, of course, books. All of these options help children feel their writing can make the world a better place. Teaching persuasive writing helps children come to know the real-world power of writing.
The persuasive writing genre opens opportunities for writers to work on several qualities of good writing. Specifically, persuasive writing requires writers to:
· write with purpose for a selected audience
· decide upon and then elaborate on the most important parts of their message
· write and edit for readers, making sure the text is easy to read
In a unit of study on persuasive writing, then, the fact that the writer’s purpose, the writer’s focus, is embodied in a person, a reader, helps teach children the skills of focus and elaboration. Writers are given very real reasons to control their message—to channel their reader!
The young writers will need to decide how they really feel about the subject of the review and consider if the audience will feel the same way. When they begin their reviews, the students will start with a little description of the book, video game, movie, or restaurant and then write specific details about the characters, actors, or food that were pleasing or displeasing.
Finally, they will end the review with their opinion of the subject and perhaps consider the circumstances in which a person may want to read the particular book, watch the given movie, play the video game, or eat the mentioned food. (See examples on our website, www.firsthand.heinemann.com.)
Evaluation methods or rubric used: Typically students have written their reviews in longhand and completed revisions of it, to finalize the piece. Students were encouraged to share their reviews to each other by reading them aloud. This only allows for one method of communication. Duplicating the stories for students to share has been beyond our means due to budget constraints. However, if the students were to publish their revised work on a blog, they would be able to see/read each other’s work, and provide feedback and comments as well.
Materials needed:
Anchor papers:
http://tc.readingandwritingproject.com/public/themes/rwproject/resources/student_writing/third/persuasive_odrian.pdf
http://tc.readingandwritingproject.com/public/themes/rwproject/resources/student_writing/third/persuasive_lisa.pdf